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嚴肅遊戲之角色扮演與情境模擬對於學習成效之影響：以國小五年級碳足跡課程為例
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嚴肅遊戲之角色扮演與情境模擬對於學習成效之影響：以國小五年級碳足跡課程為例
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嚴肅遊戲之角色扮演與情境模擬對於學習成效之影響：以國小五年級碳足跡課程為例
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Journal Article
嚴肅遊戲之角色扮演與情境模擬對於學習成效之影響：以國小五年級碳足跡課程為例
2016
Overview
本研究目的在探究多媒體遊戲教材教學方案對於國小五年級學童之學習成效。本研究以「碳足跡」為主題開發設計數位多媒體遊戲教材，實驗組學童接受多媒體遊戲教材教學，對照組學童則接受紙本教科書教學，受測人數為兩班普通班級，共計60位學童。研究結果顯示：實驗組學童經遊戲教材介入課程後，整體學習成效以及在各項受測學童群組分類（高、低分組與是否經常使用3C產品之分類組別）的數據都優於對照組，且實驗組經遊戲教材介入課程後之得分成長幅度的增加皆達到顯著水準。另一方面，透過文字轉化為圖像的多媒體遊戲教材，實驗組在後測考卷的問答題部分，應答架構與思路較使用文本教材的對照組為佳；而學童經由情境模擬與角色扮演的方式完成遊戲關卡、學習碳足跡知識，此學習方式不但能讓學童將遊戲內容對應至本身的日常生活，也能在遊戲過程中檢視自己的學習程度，得到立即的回饋與成就感；根據實驗結果顯示，本研究開發之多媒體遊戲教材教學有助於國小五年級學童之碳足跡知識的學習
